Research Article
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Year 2022, , 36 - 48, 30.06.2022
https://doi.org/10.25233/ijlel.1094854

Abstract

References

  • Allvin, R. E. 2020. “There Is No Such Thing As Online Preschool.” Young Children March 57-61.
  • Ashworth, P. and Lucas, U. 1998. “What Is The ‘World’ of Phenomenography?” Scandinavian Journal of Educational Research 42(4): 415-431. https://10.1080/0031383980420407
  • Ashworth, P. and Lucas, U. 2000. “Achieving Empathy and Engagement: A Practical Approach To The Design, Conduct and Reporting of Phenomenographic Research.” Studies in Higher Education 25(3): 295-308. https://10.1080/713696153
  • Atiles, J.T., Almodóvar, M., Vargas, A.C., Dias, M.J.A. and León, I. M. Z, 2021. “International Responses To Covid-19: Challenges Faced By Early Childhood Professionals.” European Early Childhood Education Research Journal 29(1): 66-78. https://doi.org/10.1080/1350293X.2021.1872674
  • Bergen, D. 2000. “Technology in the Classroom: Linking Technology and Teaching Practice.” Childhood Education 76(4): 252-253. https://10.1080/00094056.2000.10521175
  • Billsberry, J., Ambrosini, V., Garrido-Lopez, M., and Stiles, D. 2019. “Toward A Non-Essentialist Approach to Management Education: Philosophical Underpinnings From Phenomenography.”
  • Academy of Management Learning & Education 18(4): 626-638. https://doi.org/10.5465/amle.2017.0401
  • Birinci, C. M. 2018. “Teacher In Reggio Emilia Approach: Educational Needs And Views.” Eurasia Journal of Mathematics, Science and Technology Education 14(1): 279-290. https://doi.org/10.12973/ejmste/79800
  • Bozkurt, A. 2017. “Türkiye’de Uzaktan Eğitimin Dünü, Bugünü ve Yarını.” Açıköğretim Uygulamaları ve Araştırmaları Dergisi 3(2): 85-124.
  • Bozkurt, A. 2020. “Koronavirüs (Covid-19) Pandemi Süreci ve Pandemi Sonrası Dünyada Eğitime Yönelik Değerlendirmeler: Yeni Normal ve Yeni Eğitim Paradigması.” AUAd 6(3): 112-142. https://dergipark.org.tr/en/download/article-file/1215818
  • Castagnetti, M. 2021. The Image of The Child and The Environment. Webinar in Turkey Organized by Reggio Children, Alternatif Schools & Dadya Cocuklari At 19.02.2021.
  • Copple, C., and Bredekamp, S. 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 (3rd ed.). Washington, DC: NAEYC.
  • Dale, M. 2020. “A New Industry Overnight”: Early Education in a Distance Learning World. Accessed September 20, 2020. https://laist.com/2020/04/02/coronavirus_early_education_los_angeles_distancelearning.php
  • Dayal, H.C.and Tiko, L. 2020. “When Are We Going to Have The Real School? A Case Study of Early Childhood Education and Care Teachers’ Experiences Surrounding Education During The Covid-19 Pandemic.” Australasian Journal of Early Childhood 45(4): 336-347. https://doi.org/10.1177/1836939120966085
  • Dore R., Justice L., Mills A. K., Narui M. and Welch K. 2021. “Virtual Kindergarten Readiness Programming For Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts.” Early Education and Development DOI: 10.1080/10409289.2021.1919041
  • Edwards, C.P., Hamel, E., Miller J. L. & Ren, L. (2020). Improving reflective practice: A documentation rubric for mentoring preservice and in-service teachers. Journal of Early Childhood Teacher Education, 41(1), 2-17. https://10.1080/10901027.2018.1463321
  • Gayatri, M. 2020. Does Early Childhood Education Matter During Covid-19 Pandemic: A Narrative Review. The 3nd International Conference on Technology, Education, and Social Science 2020 (The 3nd ICTESS) http://ejurnal.unisri.ac.id/index.php/proictss/article/view/5052
  • Inan, H. Z., Trundle, K., and Kantor, R. 2010. “Understanding Natural Sciences Education in a Reggio Emilia-Inspired Preschool.” Journal of Research in Science Teaching [JRST] 47(10): 1186-1208. https://doi.org/10.1002/tea.20375
  • Inan, H. Z. and Inan, T. 2015. “3Hs Education: Examining Hands-On, Heads-on & Hearts-on Early Childhood Science Education.” International Journal of Science Education 37(12): 1974-1991. https://10.1080/09500693.2015.1060369
  • Inan, H. Z. 2019. “Science Education In Reggio Emilia-inspired Altincag Preschools.” In Early Childhood Education, edited by D. Farland-Smith, 1-15. IntechOpen Publications, London.
  • Inan, H.Z. 2020. “Restructuring Early Childhood Education During The COVID-19 Pandemic.” Milli Eğitim Dergisi 49(1): Special Volume, 831-849. https://doi.org/10.37669/milliegitim.754307
  • Inan, H. Z. 2021. “Challenges of Distance/Online and Face-To-Face Education In The New Normal: Experiences of Reggio Emilia-Inspired Early Childhood Educators in Turkey.” Pedagogical Research 6(1): em0086. https://doi.org/10.29333/pr/9304
  • Juliana, Pramono, R., Parani, R. and Djakasaputra, A. 2020. “Transformation of Learning For Early Childhood Education Through Parent Assistance In The Pandemic Covid-19.” European Journal of Molecular & Clinical Medicine 7(10): 2192-2206. https://ejmcm.com/article_6939.html
  • Juwah, C. 2006. Interactions in Online Education: Implications For Theory and Practice. Routledge, New York.
  • Kim, J. 2020. “Learning And Teaching Online During Covid-19: Experiences of Student Teachers In An Early Childhood Education Practicum.” International Journal of Early Childhood 52: 145-158. https://doi.org/10.1007/s13158-020-00272-6
  • Marton, F. 1986. “Phenomenography: A Research Approach to Investigating Different Understandings of Reality.” Journal of Thought 21(3): 28-49.
  • Marton, F. 1994. Phenomenography, In the International Encyclopedia of Education. edited by T. Husein & T. N. Postlethwaite, (2nd ed., Vol. 8, pp. 4424-4429). NY: Pergamon.
  • Mitchell, L. M. 2007. “Using Technology in Reggio Emilia-Inspired Programs.” Theory Into Practice 46(1): 32-39.
  • Muhdi, Nurkolis, and Yuliejantiningsih, Y. 2020. “The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic.” Jurnal Pendidikan Usia Dini 14(2): 247-261. https://doi.org/10.21009/JPUD.142.04
  • Omidvar, N., Wright, T., Beazley, K., and Seguin, D. 2019. “Examining Children’s Indoor and Outdoor Nature Exposures and Nature-Related Pedagogic Approaches of Teachers at Two Reggio-Emilia Preschools in Halifax, Canada.” Journal of Education for Sustainable Development 13(2): 215-241.
  • Reggio Children, 2020. At Home with the Reggio Approach. Accessed 1 November 2020. reggiochildren.it
  • Reimers, F. M., and Schleicher, A. 2020. A Framework to Guide an Education Response to the COVID-19 Pandemic of 2020. OECD. Accessed 12 June 2020. https://www.hm.ee/sites/default/files/framework_guide_v1_002_harward.pdf
  • Rinaldi, C. 1998. “Projected Curriculum Constructed Through Documentation-Progettazione: An Interview With Lella Gandini.” In The Hundred Languages Of Children: The Reggio Emilia Approach-Advanced Reflections, edited by C. Edwards, L. Gandini, & G. Forman, 113-125. Greenwich: Ablex.
  • Trepanier-Street M.L, Hong S.B. and Bauer J.C. 2001. “Using Technology in Reggio-Inspired Long-Term Projects.” Early Childhood Education Journal 28(3): 181-188.
  • Webb, G. 1997. “Deconstructing Deep and Surface: Towards A Critique of Phenomenography.” Higher Education 33(2): 195-212.
  • WHO (World Health Organization). 2019. Guidelines on Physical Activity, Sedentary Behaviour and Sleep For Children Under 5 Years of Age. World Health Organization. Accessed 13 June 2020 https://apps.who.int/iris/handle/10665/311664
  • Yilmaz, A., Sahin, F., Buldu, M., Ulker Erdem, A., Ezmeci, F., Somer Olmez, B., Aydos, E. H. et al. 2020. “An Examination of Turkish Early Childhood Teachers' Challenges in Implementing Pedagogical Documentation.” Early Childhood Education Journal https://doi.org/10.1007/s10643-020-01113-w

Sustainability of early childhood education inspired by the Reggio Emilia Approach during the emergency times: A phenomenographic research

Year 2022, , 36 - 48, 30.06.2022
https://doi.org/10.25233/ijlel.1094854

Abstract

Distance/online education has been an important solution to ensure the continuity of education during the pandemic. The current research utilized the phenomenographic analysis to explore experiences of 260 Reggio Emilia-inspired early childhood educators in Turkey on their online/distance educational practices during the lockdown. The findings showed that only %35 of the educators was able to do either synchronous online education or distance education inspired by Reggio Emilia philosophy. Some of them tried to do distance education more similar to the Reggio Emilia preschools in Italy while some could not do anything at all. While they were asked about what online/distance education inspired by Reggio Emilia should include, they stated the following features: Hands-on, inquiry-based, parent-involved, rich home environment, nature/outdoor-involved, small group work, interactive, interest-based, need-based, and homework-based. However, it is understood from their experiences that they do more synchronized online education instead of other ways of distance education or distance learning, which is emphasized more in Reggio Emilia's philosophy. The results show how dramatic the situation is for the sustainability of early childhood education inspired by Reggio Emilia during the pandemic, as only 91 participants out of 260 Reggio Emilia-inspired educators remained inspired by Reggio Emilia during the closure. They stated on which subject they should receive in-service training.

References

  • Allvin, R. E. 2020. “There Is No Such Thing As Online Preschool.” Young Children March 57-61.
  • Ashworth, P. and Lucas, U. 1998. “What Is The ‘World’ of Phenomenography?” Scandinavian Journal of Educational Research 42(4): 415-431. https://10.1080/0031383980420407
  • Ashworth, P. and Lucas, U. 2000. “Achieving Empathy and Engagement: A Practical Approach To The Design, Conduct and Reporting of Phenomenographic Research.” Studies in Higher Education 25(3): 295-308. https://10.1080/713696153
  • Atiles, J.T., Almodóvar, M., Vargas, A.C., Dias, M.J.A. and León, I. M. Z, 2021. “International Responses To Covid-19: Challenges Faced By Early Childhood Professionals.” European Early Childhood Education Research Journal 29(1): 66-78. https://doi.org/10.1080/1350293X.2021.1872674
  • Bergen, D. 2000. “Technology in the Classroom: Linking Technology and Teaching Practice.” Childhood Education 76(4): 252-253. https://10.1080/00094056.2000.10521175
  • Billsberry, J., Ambrosini, V., Garrido-Lopez, M., and Stiles, D. 2019. “Toward A Non-Essentialist Approach to Management Education: Philosophical Underpinnings From Phenomenography.”
  • Academy of Management Learning & Education 18(4): 626-638. https://doi.org/10.5465/amle.2017.0401
  • Birinci, C. M. 2018. “Teacher In Reggio Emilia Approach: Educational Needs And Views.” Eurasia Journal of Mathematics, Science and Technology Education 14(1): 279-290. https://doi.org/10.12973/ejmste/79800
  • Bozkurt, A. 2017. “Türkiye’de Uzaktan Eğitimin Dünü, Bugünü ve Yarını.” Açıköğretim Uygulamaları ve Araştırmaları Dergisi 3(2): 85-124.
  • Bozkurt, A. 2020. “Koronavirüs (Covid-19) Pandemi Süreci ve Pandemi Sonrası Dünyada Eğitime Yönelik Değerlendirmeler: Yeni Normal ve Yeni Eğitim Paradigması.” AUAd 6(3): 112-142. https://dergipark.org.tr/en/download/article-file/1215818
  • Castagnetti, M. 2021. The Image of The Child and The Environment. Webinar in Turkey Organized by Reggio Children, Alternatif Schools & Dadya Cocuklari At 19.02.2021.
  • Copple, C., and Bredekamp, S. 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 (3rd ed.). Washington, DC: NAEYC.
  • Dale, M. 2020. “A New Industry Overnight”: Early Education in a Distance Learning World. Accessed September 20, 2020. https://laist.com/2020/04/02/coronavirus_early_education_los_angeles_distancelearning.php
  • Dayal, H.C.and Tiko, L. 2020. “When Are We Going to Have The Real School? A Case Study of Early Childhood Education and Care Teachers’ Experiences Surrounding Education During The Covid-19 Pandemic.” Australasian Journal of Early Childhood 45(4): 336-347. https://doi.org/10.1177/1836939120966085
  • Dore R., Justice L., Mills A. K., Narui M. and Welch K. 2021. “Virtual Kindergarten Readiness Programming For Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts.” Early Education and Development DOI: 10.1080/10409289.2021.1919041
  • Edwards, C.P., Hamel, E., Miller J. L. & Ren, L. (2020). Improving reflective practice: A documentation rubric for mentoring preservice and in-service teachers. Journal of Early Childhood Teacher Education, 41(1), 2-17. https://10.1080/10901027.2018.1463321
  • Gayatri, M. 2020. Does Early Childhood Education Matter During Covid-19 Pandemic: A Narrative Review. The 3nd International Conference on Technology, Education, and Social Science 2020 (The 3nd ICTESS) http://ejurnal.unisri.ac.id/index.php/proictss/article/view/5052
  • Inan, H. Z., Trundle, K., and Kantor, R. 2010. “Understanding Natural Sciences Education in a Reggio Emilia-Inspired Preschool.” Journal of Research in Science Teaching [JRST] 47(10): 1186-1208. https://doi.org/10.1002/tea.20375
  • Inan, H. Z. and Inan, T. 2015. “3Hs Education: Examining Hands-On, Heads-on & Hearts-on Early Childhood Science Education.” International Journal of Science Education 37(12): 1974-1991. https://10.1080/09500693.2015.1060369
  • Inan, H. Z. 2019. “Science Education In Reggio Emilia-inspired Altincag Preschools.” In Early Childhood Education, edited by D. Farland-Smith, 1-15. IntechOpen Publications, London.
  • Inan, H.Z. 2020. “Restructuring Early Childhood Education During The COVID-19 Pandemic.” Milli Eğitim Dergisi 49(1): Special Volume, 831-849. https://doi.org/10.37669/milliegitim.754307
  • Inan, H. Z. 2021. “Challenges of Distance/Online and Face-To-Face Education In The New Normal: Experiences of Reggio Emilia-Inspired Early Childhood Educators in Turkey.” Pedagogical Research 6(1): em0086. https://doi.org/10.29333/pr/9304
  • Juliana, Pramono, R., Parani, R. and Djakasaputra, A. 2020. “Transformation of Learning For Early Childhood Education Through Parent Assistance In The Pandemic Covid-19.” European Journal of Molecular & Clinical Medicine 7(10): 2192-2206. https://ejmcm.com/article_6939.html
  • Juwah, C. 2006. Interactions in Online Education: Implications For Theory and Practice. Routledge, New York.
  • Kim, J. 2020. “Learning And Teaching Online During Covid-19: Experiences of Student Teachers In An Early Childhood Education Practicum.” International Journal of Early Childhood 52: 145-158. https://doi.org/10.1007/s13158-020-00272-6
  • Marton, F. 1986. “Phenomenography: A Research Approach to Investigating Different Understandings of Reality.” Journal of Thought 21(3): 28-49.
  • Marton, F. 1994. Phenomenography, In the International Encyclopedia of Education. edited by T. Husein & T. N. Postlethwaite, (2nd ed., Vol. 8, pp. 4424-4429). NY: Pergamon.
  • Mitchell, L. M. 2007. “Using Technology in Reggio Emilia-Inspired Programs.” Theory Into Practice 46(1): 32-39.
  • Muhdi, Nurkolis, and Yuliejantiningsih, Y. 2020. “The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic.” Jurnal Pendidikan Usia Dini 14(2): 247-261. https://doi.org/10.21009/JPUD.142.04
  • Omidvar, N., Wright, T., Beazley, K., and Seguin, D. 2019. “Examining Children’s Indoor and Outdoor Nature Exposures and Nature-Related Pedagogic Approaches of Teachers at Two Reggio-Emilia Preschools in Halifax, Canada.” Journal of Education for Sustainable Development 13(2): 215-241.
  • Reggio Children, 2020. At Home with the Reggio Approach. Accessed 1 November 2020. reggiochildren.it
  • Reimers, F. M., and Schleicher, A. 2020. A Framework to Guide an Education Response to the COVID-19 Pandemic of 2020. OECD. Accessed 12 June 2020. https://www.hm.ee/sites/default/files/framework_guide_v1_002_harward.pdf
  • Rinaldi, C. 1998. “Projected Curriculum Constructed Through Documentation-Progettazione: An Interview With Lella Gandini.” In The Hundred Languages Of Children: The Reggio Emilia Approach-Advanced Reflections, edited by C. Edwards, L. Gandini, & G. Forman, 113-125. Greenwich: Ablex.
  • Trepanier-Street M.L, Hong S.B. and Bauer J.C. 2001. “Using Technology in Reggio-Inspired Long-Term Projects.” Early Childhood Education Journal 28(3): 181-188.
  • Webb, G. 1997. “Deconstructing Deep and Surface: Towards A Critique of Phenomenography.” Higher Education 33(2): 195-212.
  • WHO (World Health Organization). 2019. Guidelines on Physical Activity, Sedentary Behaviour and Sleep For Children Under 5 Years of Age. World Health Organization. Accessed 13 June 2020 https://apps.who.int/iris/handle/10665/311664
  • Yilmaz, A., Sahin, F., Buldu, M., Ulker Erdem, A., Ezmeci, F., Somer Olmez, B., Aydos, E. H. et al. 2020. “An Examination of Turkish Early Childhood Teachers' Challenges in Implementing Pedagogical Documentation.” Early Childhood Education Journal https://doi.org/10.1007/s10643-020-01113-w
There are 37 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Hatice İnan 0000-0001-6247-7857

Publication Date June 30, 2022
Submission Date March 29, 2022
Published in Issue Year 2022

Cite

APA İnan, H. (2022). Sustainability of early childhood education inspired by the Reggio Emilia Approach during the emergency times: A phenomenographic research. International Journal on Lifelong Education and Leadership, 8(1), 36-48. https://doi.org/10.25233/ijlel.1094854